Psychosocial Challenges of Ethnic Minority Children in Primary Education in Yem Special Woreda Natisi Primary School

Abstract

The purpose of this study is to identify the psychosocial challenges in primary educational of ethnic minority children in S.N.N.P.R Yem special woreda Natisi Primary School. Descriptive survey design along with mixed method was employed. In the study total 155 sampled populations were participated from different educational stakeholders. Questionnaire was used to collect quantitative data from students and other educational stakeholders. Additional school document was reviewed from the study school. The qualitative data were collected by interview and focused group discussion. It was analyzed by Descriptive Narration and the quantitative data was also analyzed by using SPSS 24 to mention mean value, standard division and T-test value. The finding shows that because of ethnic minority student parents low economic potential they have not provide sufficient educational materials for their children, lack of students willingness, negative social interaction with their school peers and other societies in the school and negative attitude of school pears and other societies towards ethnic minority students were challenges of their educational participation. So the relationship between Teacher and Students’ in the classroom psychosocial environment, students class missing, always late coming to class, shortage of sufficient educational materials, lack of feeding & wearing and their family educational back ground are major factors that affects their academic performance in conclusion. Based on the findings, school must have provide psychological advise and treatment, government, community, student parents and NGOS must have support the ethnic minority children specifically in the school and outside the school for future were recommended.